作者：鞠衍萍    文章来源：本站征文来稿    点击数：    更新时间：5/15/2007

      课程改革以来，《课标》指导下的教材无论是以单元（Unit）、模块（Module）或是章节（Chapter）的任何一种形式呈现，均有文本的编排，而这种正是主结构的语境。

教师往往在处理文本内容时，要求学生能够全部掌握其中内容，因而课堂教学重点不突出，学生负担加重，厌学思想滋长。那么，今天的我们面对全新的、大信息量的教材文本应该采取怎样的策略？我认为其中有两个要素：一、分清文本中的主结构与情境语。即抓出主结构将其作为教学重点，而将情境语寓于课堂交流，师生、生生的交互中。二、抓文本中的情感教育线索。任何一个文本都蕴涵着一份情感暗线，或深刻、或浅显，或义理、或生活。教师应该抓出文本中的情感教育资源，提升课堂教学品位，让一种深刻的学习体验在学生心中。且让我由一节课例谈开去，让我们用智慧解读今天的教材文本。

现用一课例来分析以上观点：

Text from Unit 10 Buying e-books (BNUP 5B)

(In a bookstore)

Ken: Mocky, look. This animal story is interesting.

Mocky: No, I don’t like animal stories. They are boring.

Ann: Mocky, this comic book looks more interesting.

Mocky: I don’t think so. It is more boring.

Ken: What about this one? It’s a science book. It has many colorful pictures.

Ann: wonderful. It looks the most interesting. How much is it?

Ken: It’s fifty yuan.

Ann: We can’t buy it. It is the most expensive book in the store.

（以上为文本主结构部分）

Mocky: Hi, what about this one? An e-book!

Ann: An e-book? Interesting! Let me have a look. It is exciting.

Ken: What’s the name of the book, Mocky?

Mocky: It’s Monkey King.

Ken: I think it’s interesting.

Ann: Let’s buy it.

(At home)

Ann: Mocky, this e-book is too difficult.

Mocky: That’s too bad. I can’t read it.

       Look, there’s an e-dictionery here.

Ann: Great, Mocky! Now you can read it!

（以上为文本的语境部分）

从文本中我们不难看出，文本的前半部分是主结构即形容词多音节比较级和最高级的呈现，而后半部分主要是“读书”这一情境。所以在本课的设计中我们的开课由课题“e”入手，引出生活中与“e”相关的事物如电子邮件、电子商店、电子图书馆等然后要求孩子找出课文中与“e-book”相关的信息，这样文本的后半部分即语境部分就被先行解决了，学生通过已有知识可以自读、自学并在小组交流、课堂反馈等环节中达成理解文本语境的目标。

继而教师进一步发问让学生找出课文中出现的其他书籍的特征，在学生的回答中学习多音节形容词及其比较级和最高级形式以及其使用方式。操练时，教师通过出示图片、实物和学生熟悉的话题引导学生进行比较。

本课的情感教育线索我们抓的是“爱读书”，并以“Books are fun! Books aren't boring. Books are the most interesting. Books aren’t difficult. Book are the most exciting. Enjoy reading. Enjoy books.”结束本课的学习，这段话除了是对道德教育的一种挖掘，同时也是对本课重点呈现的几个多音节形容词的一种回顾。

当然在设计本课之初，我们也有另一种思路。因为本课主要教授多音节形容词比较级和最高级形式，所以我们想由复习以前学过的单音节比较级、最高级入手，然后引出本课的新知识。可是那样做好像是过于注重语法的学习，而忽略文本语境。而且学生也只会关注那些较长的多音节形容词而错过文本中生动有趣的内容，如Mocky可以借助电脑里的电子辞典去读内容比较难的电子书。

反思本节课的设计，我想本课由课题入手直奔文本语境，少了弯路而直接呈现给学生文本，这种做法对于小学高段教学是十分必要的。因为高段教材文本通常较长，内容较广。解决文本情境后，教师再引导学生从情境中认识、学习、操练本课的主结构，这也是很好的做法。因为，现在还有老师是自己抓出主结构抛开文本语境给学生呈现新知识。再有，本课的情感教育是文本阅读后的一个提升，从学生朗读那段话的语调中我们能够感到他们理解了文本的内容。但是，在教案的实施中，我们也发现教师说得多，做得也多，而学生的活动较少。面对大容量的文本，我们的教学设计还应该多些注重学生的学习过程及体验。

附：本课设计简案

Ⅰ. Analysis on the story:

Before this class, students have already mastered the comparison of single syllable adjectives (5A Unit 5). The discourse of the story presents the comparison of multiple syllable adjectives in the context of a bookstore. It also contains the materials of the modern technology, “e-book” and “e-dictionary”. Thus, the story is so close to the students daily life that they can understand it well.

Ⅱ. Teaching Aims:

1.       Students are able to understand the context of the story.

2.       Students are able to recognize the multiple syllable adjectives: interesting, expensive, difficult, exciting and boring.

3.       Students are able to describe the character of books in the bookstore and understand the function of comparison.

4.       Students are able to express their ideas with comparison.

5.       Students are able to retell the story with the information available.

6.     Students are willing to read. Students enjoy reading.

Ⅲ. Teaching Aids: Courseware, word cards and poster

Ⅳ. Teaching Procedure:

1.       Pre-story Activities

Lead in: Say something that has the relationship with “e”.

2.       While-story Activities

⑴.   Reading for the general meaning:

Enjoy the story and find out the information of “e-book”.

⑵.   Read for the specific meaning:

Study for the comparison of multiple syllable adjectives.

Get information from picture 1 to picture 4.

⑶.   Drills: Distinguish the comparison of single syllable adjectives from multiple syllable adjectives.

3.     Post-story Activities.

⑴.   Make comparisons on the topic of books, classes, movies, sports and toys.

⑵.   Retell the story.

⑶.   Moral education: Enjoy reading. Enjoy books.

作者：鞠衍萍

地址：青岛市市南区教育中心